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All Journal International Journal of Evaluation and Research in Education (IJERE)
Bonimar T. Afalla
Nueva Vizcaya State University
Education

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Managing educational institutions: School heads’ leadership practices and teachers’ performance Cherry Joy C. Aquino; Bonimar T. Afalla; Fitzgerald L. Fabelico
International Journal of Evaluation and Research in Education (IJERE) Vol 10, No 4: December 2021
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v10i4.21518

Abstract

School heads are agents of change who contribute a major impression on the educational milieu through their information-sharing methods, creating supportive social connections, participating in mentoring programs, and fostering progress. Hence, this study ascertained the interrelation between the public school head’s leadership practices and teachers’ performance. As correlation research, simple random sampling was used to calculate the sample size for teachers, while total enumeration was used for school heads. A structured questionnaire was developed to gather the necessary information that reinforced the theme of this analysis. Weighted mean was used to ascertain the level of leadership practices of school heads and the level of teacher performance. T-test, F-test, post-hoc test, and Pearson r were employed to establish the degree of association between and among variables. This study concluded that the variation in leadership practices experienced by school heads and teachers is absolutely vital, confirming that their reactions are fundamentally better. Teachers' performance is consistent irrespective of age, educational achievement, or significant contributions. In terms of teaching status and number of years of experience, head teachers have improved teaching efficiency than teachers and master teachers. Teachers with shorter relevant experience showed poorer educational quality relative to those who spent more time in the school system. School heads who have obtained their doctorate degrees get a greater level of leadership practices than the holders of master's degrees. The very productive performance of teachers stays the same, regardless of whether the school heads exhibit a very high degree of authentic leadership.
Building a synergy between mentors’ field practices and teacher-trainees’ performance in student teaching Gail G. Gumilet; Bonimar T. Afalla; Sanny J. Dangis
International Journal of Evaluation and Research in Education (IJERE) Vol 10, No 3: September 2021
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v10i3.21532

Abstract

The gradual change from the position of a teacher-trainee to the role of a teacher depends on effective teamwork between educational institutions and the wider education community. Hence, this study ascertained the relationship between the field practices of college deans, supervising instructors, school principals, and teachers and the teaching performance of teacher-trainees. A descriptive-correlational study was employed in this study. A rating scale was used to collect data from the mentors and teacher-trainees who served as respondents. Descriptive statistics such as frequency counts, percentages, and weighted means were employed to describe the levels of mentors’ field practices and teaching performance of teacher-trainees. To establish a significant relationship between the variables, the Spearman rank-order of correlation coefficient was used. Results of the study show that when the deans, supervising instructors, school principals and cooperating teachers manifest an exceptional level of field practices in student teaching, it follows that all the dimensions of field practices are highly practiced. Further, when the teacher-trainees exhibit an exemplary teaching performance, all other dimensions of student teaching are also found to be remarkable. Finally, an outstanding field practice in the student teaching shows minor or slight influence in the outstanding teaching performance of teacher-trainees.
Establishing a nexus between executive functions and management efficacy of academic leaders Bryan B. Gabatino; Bonimar T. Afalla
International Journal of Evaluation and Research in Education (IJERE) Vol 10, No 3: September 2021
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v10i3.21515

Abstract

Executive functions enable an individual to initiate and stop actions, track and modify behavior, and plan imminent behavior when faced with specific tasks and circumstances. This study, therefore, identified a connection between the executive functions and management efficacy of academic leaders of a State University in the Philippines. The Behavior Rating Inventory of Executive Function-Adult Version was used in a correlation analysis to gauge the executive functions of academic leaders and a researcher-made questionnaire was administered to determine their management efficacy. The study was conducted using t-scores, means, and Pearson r. The stronger the potential of academic leaders to carry out their management skills, the more their emotional regulation leans towards the borderline. As academic leaders' management skills become remarkable, the more they are predisposed to functioning on their own initiative and can control their actions in the light of the circumstances. Further, when academic leaders normally conduct change, self-monitoring, initiation, planning/organization, and task monitoring functions, they exemplify outstanding performance in their communication skills, adaptability, interpersonal relationships, and initiative, and imagination. But when their working memory, cognitive control, inhibition, and arrangement of materials is at the borderline, better interpersonal relationships, decision-making and judgment, and initiative and imagination are achieved.
Co-Authors Bryan B. Gabatino Cherry Joy C. Aquino Fitzgerald L. Fabelico Gail G. Gumilet Sanny J. Dangis